Out of classroom learning for student leaders

Dr Rose Laka—Mathebula & Mr Sibusiso Mchunu

Presentation outline

• • • • • Learning reconsidered Student leaders’ competencies • Leadership Core Competencies • • Leadership competencies required by academic disciplines Constraints for student leaders learning outside the classroom How can Student Affairs professionals facilitate the learning and leadership development?

Student leadership development strategies – the Mangosuthu University of Technology model Reflection/Conclusion

Learning Reconsidered

Learning is a complex, holistic, multi-centric activity that occurs throughout and across the college experience. Student development, and the adaptation of learning to students’ lives and needs, are fundamental parts of engaged learning and liberal education. The critical point…is that learning, development and

identity formation can no longer be considered as separate from each other; they are interactive and shape each other as they

evolve.

ACPA & NASPA, 2004

Expanding the Definition of Student Learning Globally, divisions of Student Affairs define “student learning as a comprehensive, holistic, transformative activity that integrates academic learning and student development, processes that have often been considered separate, and even independent of each other. When we say learning, then, we do not mean exclusively or primarily academic instruction, the acquisition of disciplinary content, or classroom learning.”

(quoted directly from Learning Reconsidered: A Campus-wide Focus on the Student Experience)

Assumptions of this Definition

• Learning is not merely an academic pursuit • The distinction between “student learning” and “student development” is primarily a linguistic one • Professionals, other than faculty members, can and do promote student learning; professionals outside of Student Affairs staff can and do foster student development • The learning that takes place outside the classroom can be as important, deliberate, and structured as that which takes place as part of classroom instruction

Learning

Informative learning involves changes in what we know, how much we know, what we can discuss and possibly what we can do. Transformative learning involves changes in how we know, asking questions about facts, synthesizing new facts, changing our ideas about what the facts mean in relation to the larger world and to ourselves. It also involves changing perspectives and habits of behavior.

R. Kegan in Mezirow & Associates, Learning as Transformation (2000)

The Types of Learning Student Affairs Promotes • • • • • Out of classroom instruction- seminars, workshops, learning communities Classroom learning—reinforced via films, speakers, debates; explored in developmental advising sessions, etc.

Applied learning—via student Organization/club projects like the Egg Protection Device Competition, Experiential learning—internships, service learning projects, co-op experiences work-study jobs, etc Career exploration—career fairs, aptitude testing, career development workshops, etc.

The Types of Learning Student Affairs Promotes (cont)

• Cultural Learning—theater performances, concerts, art exhibits, films, etc • • Multicultural learning—cultural organizations like Health and wellness—stress management workshops, fitness and nutrition consultations, sexual responsibility programs, Psychological counseling sessions, proactive health care, accommodations for disabled students • Money Management—financial aid services, debt management workshops, loan identification programs, etc.

The Types of Learning Student Affairs Promotes (cont)

• Civic responsibility—voter registration, Mandela Day activities, campus or community projects, organizations, etc • Leadership—Associated Students, club official positions, etc • Communication—Student newspaper, clubs and organizations, committee work, co-sponsored activities • Psycho-social learning—learning about self and others via face to face interactions at meetings, activities, events.

Emotionally Intelligent Leadership

Consciousness of Context Consciousness of Self Consciousness of Others

Environmental awareness Emotional self-perception Empathy Group savvy Honest self-understanding Citizenship Healthy self-esteem Inspiration Emotional self-control Authenticity Flexibility Achievement Influence Coaching Change agent Conflict management Optimism Initiative Developing relationships Teamwork Capitalizing on differences

Core Leadership Competencies

•

Managing Self

Integrity/Honesty • Interpersonal Skills • Continual Learning

Managing Projects

Team building Customer Service Technical credibility

Managing People

Human capital management Leveraging diversity Conflict resolution

Managing Programmes

Technology management Financial management Creativity/Innovation

Leading Organizations

External Awareness Vision Strategic thinking •Resilience •Oral Communication •Written Communication • •Flexibility Problem Solving.

Accountability Decisiveness Influencing Negotiating Public Service Orientation Developing others Partnering Political savvy Entrepreneurship

Leadership Qualities Required by Professional/Academic Disciplines

Model the way

Confidence Ethics Excellence Other Perspectives Personal Values

Inspire a shared vision

Advocating for a Point of View Group Development

Challenge the process

Creating Change Goals Vision Idea Generation

Enable Others to act

Collaboration Conflict Negotiation Empowerment Follow-Through Functioning Independently Advocating for a Point of View Initiative Mission Providing other Perspectives Plan Problem Solving Group Development Inclusion Listening Reflection and Application Mentoring Resiliency Responding to Ambiguity Motivation Others' Contributions Receiving Feedback Responsibility for Personal Behavior Self-Understanding Personal Contributions Productive Relationships Providing Feedback Scope of Competence Supervision

Encourage the heart

Empathy Motivation Others' Circumstances Positive Attitude Productive Relationships Empathy

Leadership Program Program or activity intentionally designed with the purpose of developing or enhancing college students’ leadership skills, knowledge, or abilities

Comprehensive Leadership Program

• • • An intentional array of experiences, programs and services that provides educational, experiential, and reflective components includes a variety of delivery methods is specifically designed to promote self-understanding, development of a personal leadership philosophy, development of leadership skills, and the ability to view self as an integral component of a larger community

Comprehensive Leadership Program Model

Strategies

• Diverse delivery methods • Learning Models: • Experiential Learning • • Leadership Identity Development Training, Education & Development (TED) • • Individual level Group level • Cocurricular Elements • Curricular Elements • Strategies used should be in line with mission, outcomes & purposes of the program

Mangosuthu University of Technology

• • • • • Approximately 11000 undergrads Student leadership structures: SRC (12), House Committees, Student Organizations & clubs Staff dedicated to leadership development: Partners on campus: External partners: Transnet, Eskom,

REFLECTIONS

Educating the whole student

• Students are learning constantly, so the entire campus is a learning community (Keeling, 2004).

• Foster Academic, social, and personal domains of learning. Not just knowledge, but also abilities, habits of mind, ways of knowing, attitudes, values (Maki, 2004).

Using all of our resources

The greatest impact [on learning] appears to stem from mutually-reinforcing academic, interpersonal, and extracurricular involvements that are relevant to a particular educational outcome.

Pascarella& Terezini, 2005

Learning-centered

• • • • • Put learning first – educational and developmental outcomes Focus on learning as a holistic activity both in and out of the classroom Redefine goals in terms of students and what they learn rather than content-centered education Design programs and services to foster growth and development Being learning-centered demands collaboration Adapted from Penn State University

Learning Cycle

Testing implication of concepts in new situations Kolb(1994) Learning Cycle Concrete Experience Formation of abstract concepts and generalizations Observation and reflection

Educating the whole student

• Develop new, and nurture existing, relationships & partnerships both in and outside of the university, in order to expand opportunities for student learning • Determine how your program is designed to address students’ academic, social, and personal learning outcomes, in line with your university mission and goals.

Applications

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How can this conversation inform student leadership programs and initiatives on your campuses?

•

What ideas can you take back to strive toward a deliberate campus-wide leadership development focus?

Guiding documents

• The Student Learning Imperative • “The concepts of learning, personal development, and student development are inextricably intertwined and inseparable.” • Powerful Partnerships: A Shared Responsibility for Learning • “When everyone on campus…shares the responsibility for student learning, we will be able to make significant progress in improving it.” • Learning Reconsidered 2: A Campus-wide Focus on the Student Experience

Soft skills that employers look for

• • • • • • • Work Ethic Team Player Positive attitude and enthusiasm Adaptability and flexibility Effective communication and confidence Critical thinking Collaboration, conflict management and negotiation skills

Future leaders’ programme

• • • • Capacitate first year student leaders; Track the progress of those student leaders; Create a pool of student leaders for various student leadership positions and Initiate a mentorship programme for those student leaders.

Partnership with the private sector

• • • • • • Provides opportunities for the training and development of student leaders, through the creation of workplaces experiences; Creates opportunities for mentorship of identified student leaders with a view to broadening their scope of the concept of leadership; Help facilitate a volunteer programme for MUT students in order to raise their consnciosness about the value of community engagement; Establish a sustainable platform for dialogue between student leaders and officials of ESKOM and Create placement opportunities for students who participate in the programme

Agreed on activities

• • • • Schedule visits to identified sites once a semester in order to create opportunities for students to experience being in real-life work environment; Partner student leaders with officials, who will be expected to play the role of mentors to students; Organise open forums where officials from MUT and ESKOM address students on various topics of interest and to Use latest learning technologies, including social media to faciliate communication between mentors and mentees on a continuous basis.

Consequences of alcohol abuse by students

• • • • • • Plays a significant role in risky sexual behaviour, including unwanted, unintended, and unprotected sexual activity, and sex with multiple partners; Increases the risk of physical and sexual assault; Is associated with academic failure, illicit drug use and tobacco use; Can cause a range of physical consequences, from hangovers to death from alcohol poisoning; Can cause alterations in the structure and function of the developing brain, which continues to mature into the mid- to late twenties, and may have consequences reaching far beyond adolescence; Creates second hand effects that can put others at risk. Loud and unruly behavior, property destruction, unintentional injuries, violence, and even death because of underage alcohol use afflict innocent parties; • • In conjunction with pregnancy, may result in fetal alcohol spectrum disorders, including fetal alcohol syndrome, which remains a leading cause of mental retardation; Is a risk factor for heavy drinking later in life, and continued heavy use of alcohol leads to increased risk across the lifespan for acute consequences and for medical problems such as cancers of the oral cavity, larynx, pharynx, and esophagus; liver cirrhosis; pancreatitis; and hemorrhagic stroke.

(Bethesda, MD: NIAAA, 2002).

Alcohol free environment

• • • • • Eliminates alcohol related violent incidents Reduces chances of sexual assault and rape incidents Eliminates chances of risky sexual behaviour Enhances focus on academic activities Reduces dropout rate

THANK YOU !!!